A Study on the Relationship Among Self-Efficacy, Flow Experience, Learning Motivation and Learning Engagement of College Students in English Learning

다국어 초록 (Multilingual Abstract)

Learning engagement has long been one of the hot topics of international higher education research and has widely been considered to be the key of positive learning outcomes. Emotional engagement describes learners’ emotional experience in learning, which has played a vital part in learning engagement. Many researchers have recognized that foreign learning is mainly the emotion-driven task and emotion has a significant positive impact on learning engagement, focusing on the reinforcement of learning engagement by promoting positive emotions and finding that individuals with positive emotion are more willing to perceive the joy of learning, have access to a stronger sense of control during the learning process, and preserve a more sustainable learning process. Self-Efficacy, flow experience, and learning motivation are key factors in enhancing positive emotion. Researchers have already studied the relationship of two or three factors of them. Only two papers have proved the relationship of these four factors. The relationship among self-efficacy, flow experience, learning motivation and learning engagement remains to be further confirmed. Based on the previous research, this study used the questionnaire to select 704 Chinese college students by using four scales: General Perceived Self-Efficacy Scale (GSES), Short Flow State Scale, Learning Motivation Scale, and College Learning Engagement Questionnaire, and adopted software of SPSS 26.0 and Amos 26.0 to conduct statistical analysis during which reliability and validity of four scales have been tested and methods including descriptive statistics, correlation analysis, regression analysis, difference analysis, measurement model analysis, and structural equation modeling analysis were implemented to verify the hypotheses proposed in this study. The research results were as follows: Firstly, it is found that self-efficacy has a positive impact on flow experience. Secondly, self-efficacy has a positive impact on learning motivation. Thirdly, self-efficacy has a positive impact on learning engagement. Fourthly, flow experience has a positive impact on learning engagement. Fifthly, learning motivation has a positive impact on learning engagement. Sixthly, learning motivation plays a mediating role in the impact of self-efficacy on learning engagement. Seventhly, the flow experience plays a mediating role in the impact of self-efficacy on learning engagement. The above results provided inspiration for English learning research and English teaching practice: The English learning research should expand its research scope, pay attention to the interaction between emotional investment and cognitive behavior, meet the psychological needs of learners, and promote English learning engagement. The flow experience, regarded as the ultimate investment, has received little attention yet. English learning and teaching research should clarify the mechanism and influencing factors of psychological experience in English learning, and further expand the application of flow experience. The correlation among self-efficacy, flow experience, learning motivation, and learning engagement in English learning research is not strong, and it is necessary to strengthen the correlation research to ultimately improve students' English learning engagement. Keywords: learning engagement, self-efficacy, flow experience, learning motivation, English learning

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Necessity 1
• 2. Research Purpose 7
• 3. Research Questions 7
• Ⅱ. Theoretical Background 9
• 1. Learning Engagement9
• 1) Definition 9
• 2) Dimension 17
• 3) Previous Research 20
• 2. Flow Experience 21
• 1) Definition21
• 2) Dimension 29
• 3) Previous Research 37
• 3. Self-Efficacy 40
• 1) Definition40
• 2) Dimension 43
• 3) Previous Research 46
• 4. Learning Motivation 49
• 1) Definition49
• 2) Dimension 53
• 3) Previous Research 56
• 5. Relationship among Variables 58
• 1) Flow Experience and Leaning Engagement 58
• 2) Self-Efficacy and Learning Engagement 59
• 3) Learning Motivation and Learning Engagement61
• 4) Self-Efficacy, Flow Experience, Learning Motivation and
• Learning Engagement 64
• III. Methods 69
• 1. Research Model and Hypothesis 69
• 1) Research Model 69
• 2) Research Hypothesis70
• 2. Participants 70
• 3. Research Instruments 71
• 1) General Perceived Self-Efficacy Scale (GSES)72
• 2）Short Flow State Scale72
• 3) Learning Motivation Scale 72
• 4) College Learning Engagement Questionnaire 73
• 4. Data Analysis 74
• Ⅳ. Results75
• 1. Common Method Bias (CMB)75
• 2. Descriptive Statistics 75
• 3. Difference Analysis 77
• 1) Gender 77
• 2) Location of High School 78
• 3) Major 79
• 4) The Latest English Score79
• 4. Correlation Analysis 81
• 5. Regression Analysis 84
• 1) Learning Engagement on Self-Efficacy 84
• 2) Learning Engagement on Flow Experience 85
• 3) Learning Engagement on Learning Motivation 86
• 4）Flow Experience on Self-Efficacy88
• 5) Learning Motivation on Self-Efficacy 89
• 6. Analysis of Measurement Model 90
• 1) The Goodness-of-fit of the Measurement Model90
• 2) Validity Analysis 91
• 7. Analysis of Structural Equation Model 93
• 1) Goodness-of-fit Analysis 93
• 2) Verification of Direct Effects94
• 3) Verification of Mediating Effects 95
• 4) Results of Research Hypotheses Testing96
• V. Conclusion and Suggestions 98
• 1. Summary98
• 2. Discussion and Conclusion 99
• 3. Limitations and Suggestions 103
• References105
• Appendix. Questionnaire 183
• 국문초록191
• viii